MONUMENTAL-IT: A \u27ROBOTIC-WIKI\u27 MONUMENT FOR EMBODIED INTERACTION IN THE INFORMATION WORLD

ABSTRACT Conventional monuments are concrete manifestations of memories without the capacity to reflect individual interpretations of history. In an increasingly digital society, however, there is a need for configurable monuments reflecting our contemporary, open and complex community. “Monumental-IT” reflects the dynamic and inclusive character of our time. Rather than static, Monumental-IT is a dynamic, robotic, intelligent environment reconfigured or “retuned” by citizens and by historical information accumulating on the World Wide Web. This information is periodically “coded,” altering the multi-sensorial physical-digital “Robotic-Wiki” components of Monumental-IT. Monumental-IT is designed to embody a new form of human-robotic interaction evolving from the monument typology. This research is a response to three questions: What is the monument for a world that is increasingly digital and \u27free\u27?; How can intelligent systems \u27creatively\u27 reconcile current conceptualizations of history with monument‐making?; and, What role can intelligent systems and Human Centered Computing (HCC) play in creating significant, meaningful, physical, urban places for collective memories?. This research involves designing, prototyping, and empirically evaluating Monumental-IT. The research employs a mixed-methodological research design which includes: quasi-experimental design, usability, heuristic evaluations, and cognitive walkthroughs as its research methods; and multivariate statistics to validate significance and usability with real users and experts in the domain fields of \u27architectural-robotics\u27 and human factors psychology. Results strongly suggest that the four distinct configurations of the robotic, multi-sensorial Monumental-IT evoke four distinct emotions in users. As well, users interacting with the Monumental-IT prototype evaluate the design as strongly aiding their recollection of human events (here, the history of slavery in the testbed, Charleston, South Carolina, USA). Finally, users overwhelmingly evaluated the Monumental-IT design to be more apt for our increasingly digital society than conventional monument design. Key contributions are: the identification of metrics for evaluating complex digital-physical environments; the advancement of human-robotic interaction via environmental-scaled robotics and multi-sensorial features (colors, sounds and motions); and, the conceptualization of the monument as a cybernetic system

The Rise of Innovation Districts: A New Geography of Innovation in America

As the United States slowly emerges from the great recession, a remarkable shify is occurring in the spatial geogrpahy of innovation. For the past 50 years, the landscape of innovation has been dominated by places like Silicon Valley - suburban corridors of spatially isolated corporate campuses, accessible only by car, with little emphasis on the quality of life or on integrating work, housing, and recreation. A new complementary urban model is now emerging, giving rise to what we and others are calling "innovation districts." These districts, by our definition, are geographic areas where leading-edge anchor institutions and companies cluster and connect with start-ups, business incubators, and accelerators. They are also physically compact, transit-accessible, and technicall

Atlas

Public libraries want to contribute to an inclusive and innovative society and aim to enable their patrons to acquire the necessary 21st century skills. Dutch public libraries are therefore gradually adding more and more activities to their curriculum, teaching these different types of skills, such as ‘invention literacy’. They also often provide a ‘performative space’ (i.e. a makerspace) for their patrons. This means library spaces are no longer dominated by books, but rather reflect the current development in libraries’ core business, moving from collections to connections in order to serve their local communities. The KB, the National Library of The Netherlands, participated in the KIEM1 project Performative Spaces in Dutch Public Libraries. Stepping Stones of Inclusive Innovation, researching the development of performative spaces in libraries. This project, a collaboration with the Faculty of Architecture and the Built Environment at the Delft University of Technology, fits the KBs strategic interests in providing an innovative and socially aware library system

Atlas:

Public libraries want to contribute to an inclusive and innovative society and aim to enable their patrons to acquire the necessary 21st century skills. Dutch public libraries are therefore gradually adding more and more activities to their curriculum, teaching these different types of skills, such as ‘invention literacy’. They also often provide a ‘performative space’ (i.e. a makerspace) for their patrons. This means library spaces are no longer dominated by books, but rather reflect the current development in libraries’ core business, moving from collections to connections in order to serve their local communities. The KB, the National Library of The Netherlands, participated in the KIEM1 project Performative Spaces in Dutch Public Libraries. Stepping Stones of Inclusive Innovation, researching the development of performative spaces in libraries. This project, a collaboration with the Faculty of Architecture and the Built Environment at the Delft University of Technology, fits the KBs strategic interests in providing an innovative and socially aware library system. Important research questions included how public libraries create these so-called performative spaces for inventing and creating, what modifications are needed in terms of interior design and safety, and in terms of programmatic and spatial organization? As well as how do makerspaces connect to particular maker communities? The project results provided insight into spatial and design aspects of performative spaces, which helps public libraries, and ultimately its patrons, to benefit from this new development. This book, the Atlas, presents the results of the research projects with illustrations of the different types of makerspaces as well as providing state-of-the-art information about performative spaces, focusing on the spatial characteristics. It has been an honour and a pleasure to work with experts from Delft University of Technology and we hope and expect the KIEM project has sown the seeds for a sustainable collaboration on the subject of performative spaces in present and future library research. We see the Atlas as a joint starting point for a shared agenda on the performative library space of the future for librarians, designers, patrons and other stakeholders

Atlas

Public libraries want to contribute to an inclusive and innovative society and aim to enable their patrons to acquire the necessary 21st century skills. Dutch public libraries are therefore gradually adding more and more activities to their curriculum, teaching these different types of skills, such as ‘invention literacy’. They also often provide a ‘performative space’ (i.e. a makerspace) for their patrons. This means library spaces are no longer dominated by books, but rather reflect the current development in libraries’ core business, moving from collections to connections in order to serve their local communities. The KB, the National Library of The Netherlands, participated in the KIEM1 project Performative Spaces in Dutch Public Libraries. Stepping Stones of Inclusive Innovation, researching the development of performative spaces in libraries. This project, a collaboration with the Faculty of Architecture and the Built Environment at the Delft University of Technology, fits the KBs strategic interests in providing an innovative and socially aware library system

Work 2004/2005

WORK is an annual publication of the Department of Architecture that documents student work in design studios and courses in the Master of Architecture and Post-Professional programs, as well as events, faculty news and student awards. It also includes abstracts of PhD dissertations defended that year. It provides an opportunity to explore the creative work of our students and is a permanent record of work in the Department

Makers at School, Educational Robotics and Innovative Learning Environments

This open access book contains observations, outlines, and analyses of educational robotics methodologies and activities, and developments in the field of educational robotics emerging from the findings presented at FabLearn Italy 2019, the international conference that brought together researchers, teachers, educators and practitioners to discuss the principles of Making and educational robotics in formal, non-formal and informal education. The editors’ analysis of these extended versions of papers presented at FabLearn Italy 2019 highlight the latest findings on learning models based on Making and educational robotics. The authors investigate how innovative educational tools and methodologies can support a novel, more effective and more inclusive learner-centered approach to education. The following key topics are the focus of discussion: Makerspaces and Fab Labs in schools, a maker approach to teaching and learning; laboratory teaching and the maker approach, models, methods and instruments; curricular and non-curricular robotics in formal, non-formal and informal education; social and assistive robotics in education; the effect of innovative spaces and learning environments on the innovation of teaching, good practices and pilot projects

Architecture and the Built Environment:

This publication provides an overview of TU Delft’s most significant research achievements in the field of architecture and the built environment during the years 2010–2012. It is the first presentation of the joint research portfolio of the Faculty of Architecture and OTB Research Institute since their integration into the Faculty of Architecture and the Built Environment. As such the portfolio holds a strong promise for the future. In a time when the economy seems to be finally picking up and in which such societal issues as energy, climate and ageing are more prominent than ever before, there are plenty of fields for us to explore in the next three years

Sustaining public agency in caring for heritage: critical perspectives on participation through co-design

This thesis explores how heritage organisations in the UK are attempting to build capacity and sustainability in community groups involved in caring for heritage places during austerity. It is based on a broad interdisciplinary reading of critical perspectives on public participation. From this vantage point, I argue that the forms of participation facilitated by participatory initiatives in the sector are constrained by perceptions of public deficits and legitimate heritage expertise, which in turn are bound up in established definitions of heritage and its cultural significance. As a result, participatory initiatives reproduce the characteristics of network governance and incumbent democratisation, whereby community groups who share professional values are asked to augment professional capacity, as opposed to more critical forms of democratisation that foreground public agency. By critically engaging with my three case studies, Archaeology Scotland’s Adopt-a-Monument scheme, Bristol City Council’s Know Your Place interface and associated projects and my own co-design project with three community groups in Yorkshire, I demonstrate how public agency is limited in practice in each case, despite individuals’ critical intentions. In response, I argue that increasing and sustaining public agency in caring for heritage requires carefully designing participatory projects in ways that foreground participants’ skills and interests. My analysis demonstrates that in order to realise such interventions, they must be based in reconceptualised definitions of heritage and more nuanced understandings of participation deficits and legitimate heritage expertise. In doing so, my thesis contributes to the growing body of scholarship that argues increasing public participation is not a critical intervention in and of itself, but a means by which control can be both retained and relinquished

Makers at School, Educational Robotics and Innovative Learning Environments

This open access book contains observations, outlines, and analyses of educational robotics methodologies and activities, and developments in the field of educational robotics emerging from the findings presented at FabLearn Italy 2019, the international conference that brought together researchers, teachers, educators and practitioners to discuss the principles of Making and educational robotics in formal, non-formal and informal education. The editors’ analysis of these extended versions of papers presented at FabLearn Italy 2019 highlight the latest findings on learning models based on Making and educational robotics. The authors investigate how innovative educational tools and methodologies can support a novel, more effective and more inclusive learner-centered approach to education. The following key topics are the focus of discussion: Makerspaces and Fab Labs in schools, a maker approach to teaching and learning; laboratory teaching and the maker approach, models, methods and instruments; curricular and non-curricular robotics in formal, non-formal and informal education; social and assistive robotics in education; the effect of innovative spaces and learning environments on the innovation of teaching, good practices and pilot projects